This document outlines Richard Voorhees' presentation to Community Colleges of Spokane in October 2010. The presentation discusses the changing landscape of higher education, including trends like non-traditional students, online learning, and workforce skills needs. It emphasizes the national goal to increase the percentage of Americans with postsecondary degrees or credentials from 39% to 60% by 2025. This will require increasing the number of degrees awarded each year. The presentation also discusses strategies for community colleges to develop strategic plans focused on student success through collaboration and a SWOT analysis.

1. 10/14/10
Strategic
Planning
for
Student
Success
Presenta2on
to
Community
Colleges
of
Spokane
October
2010
Richard
A.
Voorhees,
Ph.D.
Principal,
Voorhees
Group
LLC
rick@voorheesgroup.org
www.voorheesgroup.org
Today’s
Menu
• The
Community
College
Impera2ve
• The
Student
Success
Agenda
• Strategic
Planning
for
Student
Success
• Collabora2ng
on
a
SWOT
Analysis
for
Your
Ins2tu2on
• How
Spokane
Community
Colleges
Can
Bring
these
Concepts
All
Together
1

2. 10/14/10
The
Community
College
Impera2ve
Times
Have
Changed
Source:
Tough
Choices
or
Tough
Times,
Na3onal
Center
on
Educa3on
and
the
Economy,
2006.
Source: Tough Choices or Tough Times, National Center on Education and the Economy, 2006.
2

3. 10/14/10
The
World
Workscape
• Technological
displacement
• The
majority
of
new
jobs
are
part-­‐2me
• Income
gaps
for
the
knowledge
class
and
everyone
else
• More
highly
educated
adults
par2cipate
most
in
formal
learning
• Family
2me
• Employers
and
learners
are
most
interested
in
the
shortest
route
to
results
Global
Workforce
Skills
• Nego2a2on
• Conflict
resolu2on
• Oral
and
wriWen
presenta2on
• Leadership
• Group
dynamics
• Dealing
with
technology
• Managing
and
influencing
change
3

4. 10/14/10
These
Aren’t
Your
Father’s
Students
By
2010
Gen
Y
will
outnumber
Baby
Boomers….96%
of
them
have
joined
a
social
network
Social
Media
has
overtaken
porn
as
the
#1
ac2vity
on
the
Web
1
out
of
8
couples
married
in
the
U.S.
last
year
met
via
social
media
2009
US
Department
of
Educa2on
study
revealed
that
on
average,
online
students
out
performed
those
receiving
face-­‐to-­‐face
instruc2on
1
in
6
higher
educa2on
students
are
enrolled
in
online
curriculum
We
No
Longer
Live
in
Actual
Communi2es
But
Digital
Ones
Source: Alexia Tsotsis. Retrieved October 10, 2010 athttp://techcrunch.com/2010/10/09/map-of-online-communities/
4

5. 10/14/10
Digital
and
Other
Divides
• Majority-­‐minority
schools
lag
almost
20%
behind
the
na2onal
average
in
Internet
connec2vity
• Fewer
than
39%
of
Low
income
schools
have
a
classroom
with
an
Internet
connec2on
Some
Web2.0
Choices
for
Learning
• Blip.fm:
music
channels
• Jing:
screen
shots,
screen
casts
• TwiWer
and
SMS:
micro-­‐blogging
• Twitpic
and
Flickr:
photos
• Slideshare:
slideshows
on
the
web
• Voicethread:
interac2ve
slideshows
on
the
web
• Serious
Games
and
Second
Life:
immersive
learning
• Glogster:
mul2media
posters
• Social
Bookmarking
Source: Bedard-Voorhees [The Constant Learning Organization] (2010, October) How Are We Doing?
Evaluating Technology-Based Practices in our Courses/ Presented at City University of Hong
5

6. 10/14/10
Shibing
Paradigms
• Enrollment
for
those
age
25
and
older
will
increase
at
a
higher
rate
than
tradi2onal-­‐age
students
through
at
least
2015
• Before
the
recession
hit,
the
propor2on
of
full-­‐
2me
students
in
two-­‐year
colleges
increased
21
percent
between
2000
and
2007,
while
part-­‐2me
enrollment
increased
only
5
percent.
Two-­‐year
colleges’
undergraduate
enrollment
rose
to
41
percent
of
students
from
37
percent
during
the
same
2me
period.
Sources: Adult Enrollment: http://sharing.educationdynamics.com/media/p/366.aspx Overall
Enrollment: Pew Research Center, October 29, 2009, pewsocialtrends.org
Key
Trends:
Western
Higher
Educa2on
FROM
TO
The
college
or
university
is
The
college
or
university
is
a
place
situated
in
a
place
and
virtually
enhanced
Scholars
and
academic
Scholars
and
academic
resources
are
scarce
resources
are
plen2ful
Colleges
and
universi2es
Colleges
and
universi2es
are
purveyors
and
are
creators
of
knowledge
collectors
of
knowledge
Source: Katz R. The Gathering Cloud: Is This the End of the Middle? Retrieved November 11, 2009 at http://
www.educause.edu/thetowerandthecloud/PUB7202d
6

7. 10/14/10
Key
Trends:
Western
Higher
Educa2on
FROM
TO
Teaching
is
a
small-­‐scale
Instruc2on
is
a
scalable
crab
and
learning
is
crab
and
can
be
personalized
standardized,
personalize,
or
self-­‐guided
The
Academy
is
isolated
The
Academy
is
enmeshed
from
society
in
communi2es
served
The
college
or
university
The
service
base
can
be
service
base
is
local
local,
regional,
or
global
Source: Katz R. The Gathering Cloud: Is This the End of the Middle?? Retrieved November 11, 2009 at http://
www.educause.edu/thetowerandthecloud/PUB7202d
Na2onal
Goal
• A
na2onal
goal
shared
goal
is
to
increase
the
percentage
of
Americans
with
high-­‐quality
degrees
and
creden2als
from
39
percent
to
60
percent
by
the
year
2025.
• Three
Pushes:
– The
Obama
Administra2on
– Lumina
Founda2on
for
Educa2on
– The
Bill
and
Melinda
Gates
Founda2on
• Context:
Washington
state
(2008)
ranks
9th
for
Associate
degrees
earned
for
men
but
43rd
for
women
Washington data source: National Center for Education Statistics [as reported in Postsecondary
Education Opportunity].
7

8. 10/14/10
Audacity
To
reach
the
Big
Goal,
the
U.S.
needs
to
increase
the
number
of
college
degrees
awarded
each
year,
every
year,
by
278,000.
If
current
rates
of
degree
produc2on
con2nue,
the
number
of
graduates
can
be
expected
to
increase
by
112,000
per
year.
The
gap-­‐-­‐166,000
college
graduates-­‐-­‐is
how
much
we
need
to
increase
degree
produc2on
each
year
to
reach
the
Big
Goal
Source: Lumina Foundation for Education
Evolving
Poli2cal
Awareness
Missouri
Governor
Jay
Nixon
admonishes,
“We
must
take
a
hard
and
unsen2mental
look
at
all
academic
programs,
and
cull
those
that
are
of
low
produc2vity,
low
priority,
or
duplica2ve.”
Source: TRACKING MOMENTUM. Higher Education Productivity in America. HCM Strategists,
September 2010. www.HCMstrategists.com
8

9. 10/14/10
Examples
of
Produc2vity
Improvements
• Increase
in
student
reten2on
and
gradua2on
• Increase
in
Student
Credit
Hours
per
Full
Time
Equivalent
Faculty
• Improved
ar2cula2on
agreements
and
systems
• Reduce
excess
credits
for
the
degree
• Incen2ves
provided
students
• Increase
technology-­‐based
learning
programs,
e.g.,
master
courses
• Performance
Funding
Performance
Funding
• Paying
ins2tu2ons
not
for
enrollments
but
degree
and
cer2ficate
comple2on
• Indiana,
Texas,
Tennessee,
and
Washington
are
forerunners
• Resistance
in
a
2me
of
budget
cuts
• Indiana
used
PF
to
factor
dispropor2onate
cuts
to
ins2tu2ons
• Pennsylvania’s
state
colleges
report
that
gradua2on
rates
are
up
10
percentage
points
and
persistence
rates
for
Hispanic
students
are
up
15
points
since
Pf
was
enacted.
Pennsylvania source: TRACKING MOMENTUM. Higher Education Productivity in America.
HCM Strategists, September 2010. www.HCMstrategists.com
9

10. 10/14/10
Washington
State
and
Performance
Funding
• Government
Management
Accountability
and
Performance
(GMAP)
• Rewards
based
on
key
academic
benchmarks
that
improve
students’
chances
of
college
comple2on
(Momentum
Points)
• Shib
from
funding
only
inputs
to
funding
outcomes
A
Quick
Scan
of
Your
Environment
• Lack
of
qualified
high
tech
workers
• Low
percentage
of
college
graduates
in
the
workforce
compared
to
the
western
part
of
the
state
• Lack
of
a
strong
graduate-­‐level
research
capability
in
the
local
ins2tu2ons
of
higher
educa2on
• The
state
par2cipa2on
rate
in
higher
educa2on
by
high
school
graduates
in
2008
(34.8%)
ranks
Washington
46th
among
states.
Two
decades
ago
Washington
ranked
8th
on
this
measure.
– The
par2cipa2on
rate
for
low-­‐income
students
is
20.8%
(40th)
Sources: 2000 Mayor’s Commission for Economic Development Strategic Plan and National Center for
Education Statistics [as reported in Postsecondary Education Opportunity].
10

11. 10/14/10
Hard
To
Serve
Students
• Basic
Skills
enrollment
is
lower
than
the
state
average
and
has
declined
in
recent
years.
• Share
of
community
college
granted
GEDs
is
on
the
rise,
on
par
with
the
state,
but
s2ll
lower
than
at
its
peak
in
2001.
• Spokane's
share
of
adults
enrolled
in
higher
educa2on
is
higher
than
the
state
average.
Source: Community Indicators Initiative of Spokane; State Board for Community and Technical Colleges
The
Recession
and
Spokane
• Since
the
beginning
of
the
economic
crisis,
job
openings
for
those
without
a
secondary
degree
or
GED
have
declined
significantly
while
job
openings
for
people
with
Associate
degrees
has
increased.
• 8,000
jobs
lost
since
2007,
largely
in
construc2on,
logging,
mining
and
retail.
Source: 2010 Regional Outlook, Institute for Public Policy and Economic Analysis at Eastern Washington
University
11

12. 10/14/10
The
Recession
and
Spokane
• The
biggest
regional
companies/employers
have
incurred
significant
decreases
in
market
value
between
2008-­‐2009
• Income
and
employment
growth
is
predicted
to
be
less
than
1%
in
2010
• Expor2ng
industries
and
healthcare
will
probably
be
bright
spots.
Source: 2010 Regional Outlook, Institute for Public Policy and Economic Analysis at Eastern Washington
University
Washington
Funding
for
Higher
Educa2on
Source: Postsecondary Education Opportunity. Retrieved October 10, 2010 at http://
www.postsecondary.org/statereportslist.asp?subcat2=WA
12

13. 10/14/10
The
Student
Success
Agenda
Access Ain’t Success
The
Na2on’s
community
colleges
serve
• almost
half
of
all
undergraduate
students
• 46%
of
all
African
American
students
• 55%
of
all
Hispanic
students
• 55%
of
all
Na2ve
American
students
But
access
doesn’t
automa/cally
lead
to
success
for
these
students.
Providing
access
isn’t
the
same
as
strategically
making
student
success
happen.
13

14. 10/14/10
Equity
What
do
we
mean
by
“Prac2cing
Equity?”
It
means
crea2ng
policies
and
prac2ces
that,
to
the
extent
possible,
offer
each
student
the
support
he
or
she
needs
to
succeed.
“Equity”
does
not
mean
trea2ng
all
students
the
same
Ask
me
about
shoes!
Cohort Analysis
Use
Cohort
Analysis
for
Subgroups
of
Students
to
Determine
1. Complete
developmental
courses
and
move
to
credit-­‐bearing
courses
2. Enroll
in
and
complete
gatekeeper
courses
3. Complete
courses
taken
with
“C”
or
beWer
4. Re-­‐enroll
from
one
semester
to
the
next
5. Earn
cer2ficates
and
degrees
14

15. 10/14/10
Star2ng
Level
Math
Reading
%
%
One
Level
Below
College-­‐Level
44
48
Two
Levels
Below
College-­‐Level
29
36
Three
Levels
Below
College-­‐Level
16
22
Achieving
the
Dream
Na2onal
Database
as
reported
by
Bailey,
T.,
Jeong,
D.W.,
&
Cho,
S.
(2008,
December).
College Project Goals
• Iden2fy
student
popula2ons
with
low
success
rates
• Develop
interven2ons
to
improve
outcomes
• Document
success
15

16. 10/14/10
Strategies
at
AtD
Colleges
• Improving
gatekeeper
courses
• Improving
student
first-­‐year
experience
through
closer
advising,
learning
communi2es,
orienta2on
programs,
student
success
courses,
and
other
approaches
• Pilo2ng
or
expansion
of
learning
communi2es
• Coaching
• Providing
beWer
academic
and
personal
advising
Strategies
at
AtD
Colleges
• Tutoring
and
supplemental
instruc2on
• Strengthening
K-­‐14
links
to
improve
high
school
students’
prepara2on
for
college
and
improve
community
college
students’
successful
transfer
to
four-­‐year
ins2tu2ons
• Engaging
the
community
in
developing
strategies
and
providing
support
for
student
success
16

17. 10/14/10
Lessons
Learned
Large
• Student
success
classes
for
developmental
students
double
their
chances
of
success
• Students
that
complete
12
hours
double
their
chances
of
success
• Students
don’t
do
op2onal
Source: Florida Department of Education and Kay McClenney
Byron’s
Top
Eight
#8
Professional
development
efforts
(inclusive
of
board
members,
CEO,
leadership
throughout
the
ins2tu2on,
faculty,
and
staff)
are
aligned
with
the
vision
and
values
of
a
student
success
agenda.
#7
The
student
success
agenda
is
integrated
with
other
significant
ini2a2ves.
17

18. 10/14/10
Byron’s
Top
Eight
#6
A
focus
on
student
success
is
embedded
in
the
ins2tu2on’s
culture
and
influences
the
development
of
policies,
procedures
and
prac2ces.
#5
There
is
early,
broad,
and
con2nuous
faculty/
staff
community
engagement
and
collabora2on
in
support
of
a
student
success
agenda.
Byron’s
Top
Eight
#4
Ins2tu2onal
research
capacity
is
increasing
and
a
culture
of
evidence
and
inquiry
is
pervasive
in
the
ins2tu2on
(including
cohort
tracking
of
disaggregated
data).
#3
Planning
and
budge2ng
(including
realloca2on
of
resources)
are
aligned
with
the
vision
and
values
of
a
student
success
agenda.
18

19. 10/14/10
Byron’s
Top
Eight
#2
There
is
a
shared
and
enacted
vision
and
communica/on
around
a
student
success
agenda
with
internal
and
external
stakeholders.
#1Leaders
throughout
the
organiza2on
(including
board
members)
are
engaged
in,
and
pay
con/nuous
a>en/on
to,
progress
on
the
student
success
agenda.
Expectations
• Develop
a
culture
of
inquiry
and
accountability
• Conduct
courageous
discussions
• Develop
strategies
and
interven2ons
• Make
systema2c
and
las2ng
changes
in
policies,
structures,
programs,
and
services
to
improve
student
outcomes
• Evaluate
project
success
19

20. 10/14/10
Strategic
Planning
for
Student
Success
Data
and
Leadership
• Importance
of
looking
at
“scary
squiggly
things
under
rocks”
• Need
data
before
you
tackle
hard
choices
• One
of
the
most
important
jobs
of
a
leader
is
to
clearly
define
who
you
are
Source: R. Staisloff (August, 2010). Indiana Trustees Academy
20

21. 10/14/10
A
Conceptual
Quality
Framework
Approach
Deployment Improvement
Results
21

22. 10/14/10
Informed
by
Other
Planning
Efforts
Strategic
Thinking
Not
just
a
ques2on
of
what
a
college
will
do,
but
deciding
what
it
will
not
do
George
Keller,
Academic
Strategy
22

23. 10/14/10
From
Small
Beginnings…
Mission,
Market,
and
Margin
What
are
we
good
at?
(Mission)
What
do
people
want?
(Market)
How
do
we
bring
these
together
in
a
way
that
is
true
to
our
mission
and
generates
resources?
(Margin)
Source: R. Staisloff (August, 2010). Indiana Trustees Academy
23

24. 10/14/10
Proper
Nomenclature?
• Strategic
Plan
• Master
Plan
• Educa2on
Master
Plan
• Strategic
Master
Plan
• The
“Plan”
• Door
Stop
• Figment
of
Overripe
Imagina2ons
Strategic
Planning
as
a
Process
External
Assessment
Strategic
Strategic
Vision
Op3ons
Alterna3ves
Management
Internal
Assessment
24

25. 10/14/10
Tradi2onal
(and
Frequently
Failed)
View
of
Planning
Planning
Ac3on
Emerging
View
Reflec2on
&
Explora2on
Collec2ve
Insights
Implementa2on
Harves2ng
Discoveries
Ac3on
Planning
Source:
The
World
Café.
Brown,
J.
with
Issacs,
D.
(2005)
25

26. 10/14/10
Linking
Exis2ng
Plans
Assessment
Opera3onal
Plan
Planning
Facili3es
Planning
Budget
Planning
Individual
Unit
Technology
Plans
Planning
WHECB
Plans
Academic
Planning
SBCTC
Plans
Linking
Exis2ng
Plans
Assessment
Opera3onal
Plan
Planning
Facili3es
Planning
Budget
Planning
Individual
Unit
Technology
Plans
Planning
WHECB
Plans
Academic
Planning
SBCTC
Plans
26

27. 10/14/10
Elements
of
a
Comprehensive
Strategic
Plan
Elements
of
a
Comprehensive
Strategic
Plan
• Environmental
Scan
• Planning
Assump2ons
• Enrollment
Simula2ons
and
Projec2ons
• GIS
Mapping
• Psychographic
Research
(avtudes,
values,
&
lifestyles)
• Labor
Market
Projec2ons
• Compe2tor
Analysis
27

28. 10/14/10
Elements
of
a
Comprehensive
Strategic
Plan
(Con2nued)
• Instruc2onal
Program
Vitality
– Exis2ng
Programs
to
Strengthen
– New
Programs
to
Consider
– Programs
to
Eliminate
• Projec2ons
for
new
faculty
and
staff
• Facili2es
to
Match
Learner
and
College
Alignment
• Mission,
Vision,
&
Values
• Capacity/Load
Ra2os
• Program
Review
Process
and
Inputs
Elements
of
a
Comprehensive
Strategic
Plan
(Con2nued)
• Role
of
Technology
• Research
Output
and
Capacity
• Services
– Student
Services
– Administra2ve
Services
– Community
Educa2on
– Developmental
Services
28

29. 10/14/10
Elements
of
a
Comprehensive
Strategic
Plan
(Con2nued)
• Compara2ve
Expenditures
in
Key
Areas
(NACUBO
Categories)
– Instruc2on
(credit
&
noncredit)
– Research
– Public
Service
– Academic
Support
– Student
Services
– Ins2tu2onal
Support
– Opera2on
and
Maintenance
of
Plant
– Scholarships
and
Fellowships
– Auxiliary
Enterprises
Working
Vocabulary
• A
Planning
Goal
establishes
an
overarching
direc2on
for
College
of
the
Desert
over
the
ten
years
of
the
Master
Plan.
It
is
supported
by
ra2onale.
• A
Strategy
commits
College
of
the
Desert
to
courses
of
ac2on
that
support
the
planning
goals.
• A
Success
Factor
provides
visible
measures
of
goal
aWainment.
A
success
factor
includes
these
elements:
specific
ac2vi2es,
responsible
par2es,
and
target
dates
29

30. 10/14/10
Relationship Among Planning Components
Where you are
and what you
want to do
Creativity:
exploring
options,
selecting
options,
detailed
planning
Supporting Structure
Goals I II III IV V VI VII VIII
Strategy
#1
Strategy
#2
Strategy
#3
30

31. 10/14/10
Responsibility
for
Results
Individual
Assigned Completion Cost
Strategy Description Responsibility Date (if applicable)
Courage
Is
Redlining
Strategies
for
Budge2ng
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31

32. 10/14/10
Master
Planning
and
Annual
Opera2onal
Planning
Review of Strategy Rolling 3-Year Unit
Implementation via Success Plans Updated.
Factors. Revise as Resources
Appropriate. identified to
support strategies
Strategic Plan
Operational Plan
Collect data and
information to
measure
performance Approve budget and unit
operational plans
Rick’s
Rubrics
for
a
Successful
Planning
Process
• If
you’re
not
planning,
you’re
planning
to
fail
• Convert
data
to
informa2on
• Don’t
assume
that
perfect
data
exist
• Thin
to
Win
• Not
enough
for
planning
to
be
par/cipatory;
it
also
had
to
be
decisive
• Select
3
(maybe
4)
“main
things”
that
make
a
real
difference
• Don’t
expect
a
homerun
every
2me
• Be
flexible
ready
to
adjust
strategies
and
goals
• Don’t
get
lost
in
deep
details
• Show
results
widely
(even
if
less
than
expected)
• Link
clearly
to
resources
• Most
Cri3cally:
Separate
the
Opera3onal
from
the
Strategic
32

33. 10/14/10
Asking
the
Right
Ques2ons
Is
performance
considered
in
the
resource
alloca2on
process
– Are
resources
targeted
to
mission/market/margin
opportuni2es?
– Are
faculty
and
staff
allocated
to
the
highest
priori2es?
– Are
there
programs
or
services
that
should
be
eliminated?
– Are
there
opportuni2es
for
collabora2on
that
would
yield
beWer
results
at
less
cost?
– Are
metrics
for
measuring
performance
and
achievement
of
goals
in
place?
Source: R. Staisloff (August, 2010). Indiana Trustees Academy
What you get by achieving your goals is
not as important as what you become by
achieving your goals
Zig Ziglar
33

34. 10/14/10
Strengths,
Weaknesses,
Threats,
and
Opportuni2es
SWOT
Defini2ons
• Strengths
and
Weaknesses
are
posi2ve
or
nega2ve
aspects
of
the
external
and
internal
environments
that
are
under
the
direct
control
of
the
Community
Colleges
of
Spokane
• Threats
and
Opportuni3es
are
factors
or
forces
in
an
organiza2on's
external
environment
that
are
out
of
its
control,
and
can
directly
or
indirectly
affect
is
chances
of
success
or
failure.
34

35. 10/14/10
Examples
of
Strengths
• Capabili2es?
• Accredita2ons,
• Compe22ve
advantages?
qualifica2ons,
• Resources,
Assets,
People?
cer2fica2ons?
• Experience,
knowledge,
• Processes,
systems,
IT,
data?
communica2ons?
• Financial
reserves?
• Cultural,
avtudinal,
• Marke2ng,
reach,
behavioral?
awareness?
• Management
acumen?
• Innova2ve
aspects?
• Philosophy
and
values?
• Loca2on,
geography?
• Price,
value,
quality?
Examples
of
Weakness
• Gaps
in
capabili2es?
• Distrac2ons?
• Lack
of
compe22ve
• Reliability
of
data,
plan
strength?
predictability?
• Reputa2on,
presence
and
• Morale,
commitment,
reach?
leadership?
• Financials?
• Lack
of
Accredita2on?
• Known
vulnerabili2es?
• Processes
and
systems?
• Timescales,
deadlines
and
• Management
acumen?
pressures?
35

36. 10/14/10
Examples
of
Opportunity
• Higher
educa2on
market
• Surprises,
major
contracts?
developments?
• New
instruc2onal
program
• Compe2tors'
development?
vulnerabili2es?
• Informa2on
and
research?
• Lifestyle
trends?
• Partnerships,
agencies,
• Learning
Technology
distribu2on?
development
and
• New
sources
of
funding
for
innova2on?
new
innova2ons?
• Global
influences?
• New
markets,
ver2cal,
horizontal?
Examples
of
Threats
• Poli2cal
effects?
• Diminishing
contracts
and
• Legisla2ve
effects?
partners?
• Environmental
effects?
• Sustaining
internal
• IT
developments?
capabili2es?
• Obstacles
faced?
• Compe2tor
expansion?
• Insurmountable
weaknesses?
• Changes
in
market
demand?
• Loss
of
key
staff?
• New
technologies,
services,
• Sustainable
financial
ideas?
backing?
• Economy
–
local,
state,
na2on
36

37. 10/14/10
Bringing
It
All
Together
Bibliography
Canton,
J.
(2007).
The
Extreme
Future:
The
Top
Trends
That
Will
Reshape
the
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Choo,
C.W.,
(2001).
Environmental
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John
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38. 10/14/10
Bibliography
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